Teaching Philosophy - Workshop Session Highlights
Click to edit Master title style
Academic Job Market
Series
TEACHING PHILOSOPHY WORKSHOP
Today’s Session Agenda
•
Explanation of the Uses of a Teaching Philosophy
Statement
•
Teaching Philosophy Template
•
Interviews and Idea Generation
Click to edit Master title style
Academic Job Market Series
Preparation
•
Read multiple examples
of teaching philosophies
from your field and
from the broader
academy
•
Brainstorm anecdotes
that you can use in the
your statement
•
Consider how your
statement will
complement your
letter of intent
The Uses of a Teaching
Philosophy Statement
•
It is learner-focused, offering “concrete evidence of
a candidate’s attentiveness to student learning
(rather than just content) and awareness of and
ability to deal with student differences in the
classroom.”
•
It conveys thoughtful reflection and provides
evidence that an applicant is enthusiastic about
teaching, seeing it as an integral part of their
research program.
The Uses of a Teaching
Philosophy Statement
•
The TPS offers “evidence of practice,” proving that a
candidate “can discuss their approach to
instructional challenges and their plans for future
pedagogical development.”
•
It is carefully proofread and readable: every
sentence needs to be concise and carry the
narrative forward. (O’Neal, Meizlish, and Kaplan,
CRLT Occasional Paper #23).
Teaching Philosophy Template
Introduction:
•
Description of primary teaching experience
•
Explanation of a particular challenge that you faced
or outcome that you wanted to get across to your
students
•
Statement about how this example reflects your
process or values as an instructor.
Teaching Philosophy Template
Detailed description of challenge or outcome:
•
The challenge might be getting students to
participate during a large lecture section or it might
involve using a particular technique in the
classroom
•
The learning outcome could be very specific to your
field. For instance, in English, faculty members
advocate close reading as an important outcome
and will tailor lessons accordingly
Teaching Philosophy Template
Discussion of innovations or pedagogical techniques
•
Explain the intervention, including any materials
used or pedagogies consulted
Concluding Paragraph
•
Discussion of any other instructional development
and pedagogy that you have consulted.
University of Michigan CRLT
Teaching Philosophy Resources
Sharing Your Ideas about
Teaching and Learning
•
I believe the role of the
instructor is:
•
Students learn best
when:
•
What is a learning
objective that you
(or your professor, if
you are a TA) try to
emphasize in a
particular course?
Explain a class
activity that you
have created to help
the students achieve
that learning
objective
Group Work Activity
1.
Describe a teaching highlight to your partner and
allow them to ask you questions about your
experience.
2.
Switch roles, and listen as your partner describes
their teaching highlight and then ask them
questions about it.
3.
Be prepared to share each other’s examples with
the group.
Uses of teaching philosophy statements, templates, and preparation tips for the academic job market series. Understand how a teaching philosophy statement can showcase your dedication to student learning and instructional development.
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Presentation Transcript
Click to edit Master title style Academic Job Market Series TEACHING PHILOSOPHY WORKSHOP
Todays Session Agenda Explanation of the Uses of a Teaching Philosophy Statement Teaching Philosophy Template Interviews and Idea Generation
Academic Job Market Series Letter of Intent Format Teaching Philosophy Clear thesis Interview Skills Video Presentation CV Format Click to edit Master title style Content Tailored Discussion Well- developed examples Outlined responses
Preparation Consider how your statement will complement your letter of intent Read multiple examples of teaching philosophies from your field and from the broader academy Brainstorm anecdotes that you can use in the your statement
The Uses of a Teaching Philosophy Statement It is learner-focused, offering concrete evidence of a candidate s attentiveness to student learning (rather than just content) and awareness of and ability to deal with student differences in the classroom. It conveys thoughtful reflection and provides evidence that an applicant is enthusiastic about teaching, seeing it as an integral part of their research program.
The Uses of a Teaching Philosophy Statement The TPS offers evidence of practice, proving that a candidate can discuss their approach to instructional challenges and their plans for future pedagogical development. It is carefully proofread and readable: every sentence needs to be concise and carry the narrative forward. (O Neal, Meizlish, and Kaplan, CRLT Occasional Paper #23).
Teaching Philosophy Template Introduction: Description of primary teaching experience Explanation of a particular challenge that you faced or outcome that you wanted to get across to your students Statement about how this example reflects your process or values as an instructor.
Teaching Philosophy Template Detailed description of challenge or outcome: The challenge might be getting students to participate during a large lecture section or it might involve using a particular technique in the classroom The learning outcome could be very specific to your field. For instance, in English, faculty members advocate close reading as an important outcome and will tailor lessons accordingly
Teaching Philosophy Template Discussion of innovations or pedagogical techniques Explain the intervention, including any materials used or pedagogies consulted Concluding Paragraph Discussion of any other instructional development and pedagogy that you have consulted.
University of Michigan CRLT Teaching Philosophy Resources
Sharing Your Ideas about Teaching and Learning What is a learning objective that you (or your professor, if you are a TA) try to emphasize in a particular course? Explain a class activity that you have created to help the students achieve that learning objective I believe the role of the instructor is: Students learn best when:
Group Work Activity 1. Describe a teaching highlight to your partner and allow them to ask you questions about your experience. 2. Switch roles, and listen as your partner describes their teaching highlight and then ask them questions about it. 3. Be prepared to share each other s examples with the group.
